Design-based learning to facilitate secondary students’ understanding of pulleys

ABSTRACT

Design-based learning has been internationally recognised as a new pedagogical approach to science, technology, engineering, and mathematics (STEM) education at primary and secondary levels. While previous studies have examined its effectiveness in facilitating students’ scientific understanding of various topics, it is evident that design-based learning may be less effective in some topics. Design-based learning on the topic of pulleys, which students often have difficulty setting up by themselves, has not yet been implemented. Thus, this study aims to examine the influence of design-based learning on 25 eighth-grade students’ understanding of pulleys. Before and after the design-based learning, each student individually completed a conceptual test comprised of 12 multiple-choice questions from the literature. Their mean scores on the pre-test and the post-test were compared using a paired-samples t-test. The results reveal a significant improvement in students’ understanding of pulleys with a large effect size. Recommendations for effective design-based learning are proposed for application in other topics.

KEYWORDS:

• Design-based learning
• pulley
• STEM education

Acknowledgments

This study was financially supported by Thailand Science Research and Innovation (previously known as the Thailand Research Fund) and the University of Phayo under the code RSA6180010. It was carried in accordance with the ethical principles approved by the University of Phayao’s Human Ethics Committee under the number 2/048/62.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Luecha Ladachart

Luecha Ladachart is an Associate Professor in science education. He works at the School of Education, University of Phayao. His research interests are STEM education, especially design-based learning.

Jiraporn Chaimongkol

Jiraporn Chaimongkol is a science teacher at Fakkwan Wittayakom School. She has 30 years of teaching science at lower secondary levels. Her interests are in STEM education and design-based learning.

Wilawan Phothong

Wilawan Phothong is an assistant professor of educational technology at the School of Education, University of Phayao, Thailand. She is interested in computational and innovative thinking.